CIV2225-2011 Unit - Guide1

CIV2225
Steel and Timber Structures

This unit introduces the design of steel and timber framed structures in accordance with the design codes. It
enables the students to understand the process for the design of steel and timber structures and the background
knowledge which leads to the development of the current steel and timber design codes. Students will
understand the behaviour of steel and timber structural components under realistic design conditions and relate
the knowledge of design to practical design problems in a project-based learning environment.
Mode of Delivery On campus

Workload 3 hours lectures, 2 hours practice classes and seven
hours of private study per week.
Unit Relationships
Prerequisites
Chief Examiner Professor Xiao-Ling Zhao
Unit Coordinator: Assoc/Prof. Bill Wong
Campus: Clayton
Phone: 9905 1562
Email: Bill.wong@monash.edu
Office hours: Tuesday, 10am-12pm
Thursday, 10am-12 pm
Lecturer Dr. Amin Heidarpour
Campus: Clayton
Phone: 99024435
Email: amin.heidarpour@monash.edu
Office Hours:
Lecturer To be advised
Campus:
Phone:
Email:
Consultation hours:
SEMESTER 1
2011
http://muso.monash.edu.au
Copyright © Monash University 2011. All rights reserved. Except as provided in the Copyright Act 1968, this work may
not be reproduced in any form without the written permission of the host Faculty and School/Department.
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www.monash.edu
ACADEMIC OVERVIEW
Learning Objectives
At the completion of this unit students will have the following knowledge and
understanding:
1 understand the process for the design of steel and timber structures
2 understand the background knowledge which leads to the development of the
current steel and timber design codes
3 understand the behaviour of steel and timber structural components under realistic
design conditions
4 relate the knowledge of steel and timber design to practical design problems in a
problem-based learning environment
5 understand the advantages of using steel and timber as construction materials
6 carry out the design of steel and timber structural components following the
standard design procedure
7 be able to use steel and timber structures design codes
8 carry out simple costing procedure for steel and timber structures.
Graduate Attributes
Monash prepares its graduates to be:
1. responsible and effective global citizens who:
a. engage in an internationalised world
b. exhibit cross-cultural competence
c. demonstrate ethical values
2. critical and creative scholars who:
a. produce innovative solutions to problems
b. apply research skills to a range of challenges
c. communicate perceptively and effectively
Engineers Australia stage 1 competencies

The Engineers Australia Policy on Accreditation of Professional Engineering Programs – requires
that all programs ensure that their engineering graduates develop to a substantial degree the stage
1 competencies. Listed below are the activities in this unit that will help you to achieve these
competencies.
Note: that not all stage 1 competencies are relevant to each unit.
Stage 1 competencies Activities used in this unit to
develop stage 1
competencies
PE1.1 Knowledge of science and engineering Theoretical lecture material,
fundamentals prescribed texts and
recommended reading
PE1.2 In-depth technical competence in at least one Technical content related to
engineering discipline structural engineering including
treatment of loading and forces in
equilibrium leading to safe
structural design for simple
beams and structures.
PE1.3 Techniques and resources Use of information provided
online. Projects requiring internet
research.
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PE1.4 General knowledge Tutorial worksheets and projects.
PE2.1 Ability to undertake problem identification, • Tutorial worksheets.

formulation, and solution
• Real-life projects such as
carpark design, warehouse
design and bridge design
involving problem identification,
problem solving procedure,
and justification of solution
outcomes.
PE2.2 Understanding of social, cultural, global, and Practical projects in real-life
environmental responsibilities and the need to employ situation. Life long solutions to
principles of sustainable development problems using minimum
resources and materials.
PE2.3 Ability to utilise a systems approach to complex • Tutorial problems for identifying
problems and to design and operational performance structural design and analysis
for various types of structures.
• Projects involving the use of
Australian Standards to satisfy
design procedures and system
requirements.
PE2.4 Proficiency in engineering design Project briefing detailing project
requirements.
PE2.5 Ability to conduct an engineering project Projects which require team
building, time management,
meetings, solutions and report
writing.
PE2.6 Understanding of the business environment Description of project completion
requirements from client brief to
construction completion. Project
teams play both client and
checking engineer roles.
PE3.1 Ability to communicate effectively, with the Oral presentation, Oral discussion
engineering team and with the community at large with other teams on design,
written reports and team work on
projects.
PE3.2 Ability to manage information and Projects involving collection of

documentation data and report writing.
PE3.3 Capacity for creativity and innovation Projects with open-end solutions.
PE3.4 Understanding of professional and ethical Guest lectures from the industry. .
responsibilities, and commitment to them
PE3.5 Ability to function effectively as an individual and The three projects require a team
in multidisciplinary and multicultural teams, as a team to function effectively by assigning
leader or manager as well as an effective team member work for team members where
international and local students
are encouraged to mingle. A team
leader is elected for handling
managerial matters within the
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team.
PE3.6 Capacity for lifelong learning and professional • Students are encouraged to
development consult references listed in the
course.
• Projects are designed to
encourage students to
research through library and
internet.
• Students are encouraged to
join professional society such
as Engineers Australia,
Australian Steel Institute and
Institution of Structural
Engineers (UK).
PE3.7 Professional attitudes Case studies of structural
collapse are given in lectures and
their implications to the social and
professional responsibilities as an
engineer are explained.
Assessment Summary
Assessment Task Value Due Date

%
Project 1 (steel) 8
Project 2 (steel) 8
Project 3 (timber) 7
Class test 1 9
Class test 2 9
Class test 3 8
Examination (3 hours) 40
Worksheets submissions 11
Total 100
The unit coordinator reserves the right to moderate the assessments given by the
individual tutors. This process will occur at the end of the semester.
To pass this subject, you need to pass both the semester assessment (assignment mark: 60%) and the final
examination (40%). If you fail in one of the two components, the final mark is either the weighted combined
mark of the two components or 44, whichever is lower.
Heavy penalty in marks will be imposed for those who fail to get 50% of their final examination marks. To
determine whether you pass the examination, a ‘critical mark’ will be determined by the following formula:
exam mark
Critical mark = exam mark + assignment mark ×
pass mark in exam
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If ‘critical mark’ < 50, you fail this subject. If ‘assignment mark’ < 50% of the maximum assignment mark, you
fail the subject. In both cases, the final mark will be calculated as above.
Example 1: exam mark = 15 out of 40, assignment mark = 40 out of 60,

15
Critical mark = 15 + 40 × = 45 < 50 (failed in exam!).
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Final mark = Lower (15+40 = 55, 44) = 44.
Example 2: exam mark = 19 out of 40, assignment mark = 40 out of 60,
19
Critical mark = 19 + 40 × = 57 > 50 (passed in exam!).
20
Final mark = 19+40 = 59.
Example 3: exam mark = 25 out of 40, assignment mark = 25 out of 60 (failed in semester
assessment!).
Final mark = Lower (25+25 = 50, 44) = 44.
Exemption
Those who fail this subject before and wish to get exemption must apply to the lecturers for
exemption for any part of the course. Normally, only projects will get exemption and other
assessments must be completed in the current semester in which the students are enrolled.
Teaching and Learning Method

This unit consists of
• three hours of lectures per week
• one 2 hour practice class per week
• three team-projects during the semester
• three class tests during the semester
• Worksheet assessments for tutorials
• a final examination
The teaching style used in this unit is project-based learning. The unit is based around a
comprehensive Study Guide to allow you to have more flexibility in your learning.
Details of the lecture/practice class schedule, the projects and assessment are provided in a
separate handout which can also be accessed on the ‘Blackboard’ site.
Both lectures and practice classes will be conducted for this unit. In the lecture, practical
experience and existing good practice are emphasised and students are encouraged to ask
questions any time during the lecture. Practice classes are important in full understanding of the
essential principles given in the lectures. It is crucial that students attend the lectures before they
can tackle practical tasks given in the practice classes. In most cases, tasks given in the practice
classes will be assessed. Late submission of practice class tasks, home assignments and project
reports usually will not be accepted.
A number of class tests will be given during the semester to reinforce the concept gained.
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Tutorial allocation
There are 2-hours of practice/ laboratory classes scheduled each week, commencing in week 1.
Students must enroll in one practice class only using Allocate Plus. Students not allocated to a
particular practice class will not be accepted into that session without the written consent of the
unit coordinator. Once a particular session is full, no more students will be accepted.
Communication, participation and feedback

Monash aims to provide a learning environment in which students receive a range of ongoing
feedback throughout their studies. In this unit it will take the form of group feedback via practice
classes, individual feedback, peer feedback, self-comparison, verbal and written feedback,
discussions in class, as well as more formal feedback related to assignment marks and grades.
The Help Desk set up for this unit serves as a conduit for students to convey their views of this unit
to the co-ordinator in a private environment. The open forum provided in ‘Blackboard’ is another
way to have open discussion with fellow students on matters related to this unit.
Feedback
Our Feedback to You
• Verbal feedback for assessments, both in lectures and tutorials;
• Exemplary solutions for tests;
• Written comments on reports.
Your Feedback to Us
Monash is committed to excellence in education and regularly seeks feedback from students,
employers and staff. One of the key formal ways students have to provide feedback is through
SETU, Student Evaluation of Teacher and Unit. The University’s student evaluation policy requires
that every unit is evaluated each year. Students are strongly encouraged to complete the surveys.
The feedback is anonymous and provides the Faculty with evidence of aspects that students are
satisfied and areas for improvement.
For more information on Monash’s educational strategy, and on student evaluations, see:
http://www.monash.edu.au/about/monash-directions/directions.html
http://www.policy.monash.edu/policy-bank/academic/education/quality/student-evaluation-
policy.html
Previous Student Evaluations of this unit

If you wish to view how previous students rated this unit, please go to
https://emuapps.monash.edu.au/unitevaluations/index.jsp
Required Resources
Lecture notes for “Design of Steel and Timber Structures”, Department of Civil Engineering,
Monash University, 2006.
Trahair, N.S. and Bradford, M.A., The Behaviour and Design of Steel Structures to AS4100, 3rd
edition, E & FN SPON, 1998.
Recommended Resources
• M. Bill Wong (2009), Plastic Analysis and Design of Steel Structures, Elsevier, Hargrave
library, Electronic Resources.
• Gorenc, B., Tinyou, R. and Syam, A., Steel Designers’ Handbook, 6th edition, UNSW Press,
1996.
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• Standards Association of Australia, SAA HB2.2 – 2003: Australian standards for civil
engineering students Part2: structural engineering.
• Standards Association of Australia, Steel Structures - Commentary , AS4100 Suppl.- 1998.
• Design Capacity Tables for Structural Steel, second edition, AISC, 1994.
• Bradford, M.A., Bridge, R.Q., Trahair, N.S., Worked Examples for Steel members, AISC, 3rd
edition,1998.
• Hogan, T. J. and Munter, S. A. Handbook 1: Design of structural steel connections. Background

and theory, ASI, 2007.
• Timber Design Handbook, SAA HB108 – 1998, Standards Australia, 1998.
• Zhao, X.L, Wilkinson, T. and Hancock, G.J. (2005), Cold-Formed Tubular Members and
Connections, Elsevier Science Pty Ltd, Oxford, UK, Chapters 3, 4, 5, 6, 7, Hargrave-Andrew
Library Call No. 624.1821 Z634C 2005.
Examination material or equipment
1. The following scientific calculators that are not programmable, but are capable of
1-variable and 2-variable statistics, (with the authorised “Monash University-Science, or
Engineering” sticker ) are approved for use in this unit examination:
Graphical calculators and programmable calculators are not permitted in exams.
APPROVED Scientific Calculators:
Caieion: FM-83
Canon: F720, F720i
Casio: fx-82, fx-83, fx-85, fx-100, fx-115, fx-350, fx-570, fx-911, fx-991 and fx-992 series
Citizen: SR-135, SR-260, SR-270, SR-275
Hewlett Packard: HP-6s, HP-8s, HP-9s, HP-10s, HP-30s
Texas instruments: TI-30 and TI-34 series
Texet: Albert 2, Albert 3, Albert 5
Sharp: EL-506, EL-509, EL-520 and EL-531WH series
3. IMPORTANT: Only these listed calculators with the authorised “Monash University-
Science” or “Monash University-Engineering” STICKER will be allowed into the
examination by the invigilators.
The sticker will be available from the Faculty office ground floor building 72. You must
bring your calculator with you to the Faculty office at any time during the semester to receive a
sticker. We recommend you do this well in advance of the exam.
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UNIT SCHEDULE
CIV2225 Steel and Timber Structures - SCHEDULE of CLASSES, First Semester 2011
Week Lecture - Monday Lecture – Thursday Practice Classes Tasks Submissio
beginning (S4/25) (S3/25) Monday 1:00–3:00,G29-33(Lecturer &Tutors) undertaken by n
9:00 – 11:00 2:00 – 3:00 Friday 1:00–3:00,G29-33 (Lecturer & Tutors) students this
week Due date
Group work Individual work
1 • Introduction to course; • Revision: BMD and • Forming groups • Exercise on • Revision of Study Guide, • Worksheets 1 & 2:
28Feb Strength, stability and SFD, section • Group structures bending, steel basic Activity 1.1, End of practice class
serviceability limit properties, simple meeting dates properties and structural 1.2, 2.1
states; load bending theory; assigning scribe plastic moment mechanics
combinations and • Steel strength work allocation calculations • Dimensioning
capacity factor φ of model
structures
2 • Short beams • Web shear capacity • Preliminary proposal • Exercise on • Dimensioning Study Guide, • Worksheets 3 & 4:
7March • Model structure for model structure : section moment of model Activity 3.1, End of practice class
briefing dimensions capacity Ms structures and 3.2, 4.1, 4.2,
• Model construction maximum • Exercise on estimating 4.3
details moment under torsional materials
unit load buckling required
plastic section phenomenon
modulus and design of
• Calculate effective fully restrained
section modulus and beams
hence section
moment capacity
3 (Timber) (Timber) • Timber exercise • Construction As instructed
14March • Timber properties • Introduction to of model by Tutor in
Timber structures class
• Loads
4 • Short columns • Webs (bearing • Preparation for • Exercise on • Construction Study Guide, • Work sheet 5:
21March • FLR length, Columns capacity) model structure compression of model Activity 5.1 End of practice class
(by Prof Zhao) • Base plate design (Project 1) and web bearing structures (Q1 only)
• Model construction • Check bending and • Test 1 (steel)
shear failure of
model beam sections
Copyright © Monash University 2011. All rights reserved. Except as provided in the Copyright Act 1968, this work may not be reproduced in any form without the written permission of
the host Faculty and School/Department.
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5 • (Timber) Beams – • (Timber) Beams - Project 3 briefing • Timber • Project 3 As instructed
strength serviceability exercise discussion by Tutor in
28March
• Project 3 outline • Timber class
exercise
6 • Design of tension • AISC lectures • Preparation of model • Exercise on Project 2 design Study Guide, • Worksheet 6:
members structures tension Activity 6.1, End of practice class
4April
• Shear connections and members 6.2 • Submission of draft
connection groups design (copy only)
(by Prof Zhao) calculations and drawings
for Project 1: due at 1pm,
5 April, 2011 in
assignment box
7 (Timber) (Timber) • Timber • Project 3 As
11April • Compression • Tension members, exercise discussion instructed
members Fasteners and joints by Tutor in
class
8 • Floor system design Divide students into 2 Divide students into 2 groups Model Project 1 report due at 4pm,
18Apr • Costing information groups (in lieu of Friday • Model structure testing Structures 2 May, 2011 in assignment
• Design of fully braced tutorial) Project box
members under • Model structure report
combined actions testing submission
• Design of bolts
• Brief on Project 2
Easter break 22-29 Anzac Holiday
April
9 (Timber) (Timber ) Test 3 (Timber) • Timber exercise • Project 3 Project 3 Project 3 (timber) report due
2May • Timber Durability and • Combined loading discussion report at 4pm, 5 May 2011 in
Remediation submission assignment box
10 • Design of bolts and Design of fire protection • Model • Exercise on Study • Worksheet 7:
bolted connections to steel members structures testing – bolted Guide, End of practice class
9May
(by Prof Zhao) Divide class into 3 connections Activity 7.1 • Submit (during class) draft
groups & 7.2 design calculations of
Project 2 for Client-
Engineer interview (no
submission, no interview
next week)*
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11 • Design of welds and • Test 2 (steel) Client/Engineer interview • Exercise on Preparation of Study • Worksheet 8:
16May welded connections (see schedule on welded Client/Engineer Guide, End of practice class
(by Prof Zhao) MUSO) connections interview Activity 8.1, • Project 2 report due at
8.2 4pm, 24 May, 2011 in
• Project 2 assignment box
report
submissi
on
12 • Test 2 (steel) • Westgate bridge Exercise on fire
incident seminar protection
23May
30May SWOT VAC
Examination period LINK to Assessment Policy:

http://www.policy.monash.edu/policy-
bank/academic/education/assessment/assessm
ent-in-coursework-policy.html
*Submission should include design of major structural components (loadings, beams, columns, base plates)
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ASSESSMENT REQUIREMENTS
Assessment Tasks
Participation
When you work as a civil engineer, you will be working on large projects which require the input of
many people. Working in a team to bring the project to satisfactory completion is an important skill
for a civil engineer, and that is why we require you to do project team work in this unit.
Working in teams can be very rewarding, but it can also be very challenging. Teams work best
when there is a sense of trust and respect in the team, and that is best achieved by getting to know
each other better.
• Be comfortable with each other. Get to know each other. Schedule some time for socialising –
not just work.
• Arrange for everyone to meet once a week for at least an hour. This could be at one of your
homes or it could be one lunch time at the cafeteria.
• During this time, review what has been done by each project team member since your last
meeting.
• Plan what needs to be done next, who will do it and by when. Record this in your diary.
• Talk as a team to develop a strategy for dealing with team members who don’t do what they’ve
been asked to do, and if necessary, report non-performing members to your demonstrator.
• Think of the team as a resource. Your team could meet to work on other units and to help each
other with your problems.
Our experience tells us that some of you will have difficulty keeping the team working together.
When that occurs, try to resolve the issue within your team. If that is not successful discuss the
problems with your demonstrator, and if that does not resolve the problem, discuss it with your
lecturer.
Assessment Task 1: Project 1 model construction and report
Due Date: See schedule
Details of task: As in project brief
Release dates (where applicable): On Blackboard
Word limit (where applicable): See below for report guidelines
Value: 2% (draft design) & 6% final report
Presentation requirements:
Estimated return date: As when appropriate
Hurdle requirements (where applicable):
Individual Assessment in Group Tasks (where applicable):
Multilevel distinction (where applicable):
Criteria for Marking: See below
Assessment Task 2: Project 2 steel design Client/Engineers interview and report

Release dates (where applicable):
Value: 3% interview and 5% final report
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Assessment Task 3: Project 3 timber design

Release dates (where applicable): On Blackboard
Value: 7% report
Presentation requirements: See below
Criteria for Marking Projects 1, 2 and 3:

The assessment will be carried out in accordance with criteria set out in the design brief. All
members of the project team will receive the same mark, unless problems with the functioning of
the project team have been discussed with your unit coordinator before the due date.
The written report will include calculations. These must be done on a calculation sheet available
on MUSO of this subject. Every page must have the name of the project team member who did
the calculations, and the name of the project team member who checked the calculations. If this is
not done, you will lose marks.
Because the projects are done as project team work, extensions of time will not be allowed under
any circumstances.
Report submissions
In the project work, you and your team design a structure by applying the techniques of structural
analysis, and you then present your design in a written report and an oral presentation. A report
aims to convey technical information clearly and easily, so it has numbered sections with
informative headings and it has clearly labelled figures and diagrams. It may also provide
mathematical calculations to support the written information.
The purpose of the report in this unit is usually to
• inform the reader about the development of your design, including the key decisions that you
made (including comparisons with alternative designs that you considered and rejected)
• provide the detailed calculations and analysis for your design
Keep this purpose in mind as you select information to include in your report.
The audience is defined in the Project handout.
Keep this audience in mind as you decide what to include in your report.
As you can see from the general guidelines, the basic structure of the report for your project is:
Title page
Summary
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Table of Contents
Introduction
Middle sections with numbered headings
Conclusions
References
Appendices (note one appendix, two appendices)
More detail about what to include in each of these parts of your report is given below.
Title page
states the name of the unit, the lecturer’s name, the project title, the names and ID numbers of all
the students in the team, the date submitted.
Summary
(~1 paragraph) is a brief statement of the topic of the report and a brief summary of the main
outcomes of your project. In this case, the main outcomes will be a description of major features of
your design.
Table of Contents
sets out the numbered sections and subsections of your report and gives their corresponding page
numbers. Try to make the headings for each section as informative as possible in order to give the
reader an immediate understanding of the logical structure of your report.
Introduction
(~ 2 paragraphs) gives a description of the problem and the background to your design.
Middle Sections
present the development of your design with information organised logically under appropriate
numbered headings.
Examples of possible headings for these middle sections could be the major aspects of your
design.
Usually a technical report includes,
drawings
numerical and graphical data in figures and tables
text
Small drawings can be included in the middle sections. Large drawings should be kept together in
one Appendix, but referred to in the Middle Sections.
Figures and tables are used to summarise your work. They must be given clear titles, and be
clearly labelled. When you include figures and tables, you must write something about each one in
the text of your report. You refer to each figure and table by its number, for example,
Eg 1 Figure 1 shows the general arrangement of the phone tower.
Eg 2 The results are summarised in Table 3.
In your report you should refer the reader to the detailed information contained in an appendix as
follows,
The data obtained are summarised in Table 4 below. The detailed data are given in
Appendix 3.
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You must cite the references that you have used for your work (eg lecture notes, text books,
conversations with experts). For example,
The truss calculations are based upon the method of joints, as described by Williams
(2001).
The preferred method for citations is to list the author of the reference and the publication date.
You then list the authors in alphabetical order in your list of references.
Conclusions
provide a brief summary of the critical results in your design.
Examples of critical results from a design of a pedestrian bridge would be:
the overall layout of the geometry of your bridge.
the geometry of the trusses.
the sizes of the members needed to carry the loads.
the members which were most heavily loaded.
References
is a list of the sources of information cited in the report. The preferred system of referencing is by
author and date. Further information on referencing is available at the following website:
http://www.lib.monash.edu.au/eng/civ-cit.htm
For example, list Lecture Notes in your References as follows:
If the writer’s name is stated: Baker, M. (2000) Robotics, Lecture Notes ENG1001, Monash
University.
If the writer’s name is unknown: Wetlands (2000). Lecture Notes, Conservation Ecology, Monash
University.
Appendices
contain material that is too detailed to include in the main report. Each appendix must be referred
to at the relevant point in the text.
Assessment Components
Check the project handout for the detailed assessment components, but the following aspects are
always considered,
1. Content
• technically accurate.
• clearly set out.
2. Report structure
• title page included.
• summary describes the outcomes.
• accurate and informative table of contents.
• clear explanation of the problem.
• good use of drawings, figures and tables.
• logical conclusions.
• use of references.
• well organised appendices.
A good reference for report writing:

Silyn-Roberts, H. (1996) Writing for Science: A practical handbook for science, engineering and
technology students Longman, N.Z.
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Hargrave-Andrew Library 808.0666 R587W 1996
Students: You must keep a copy of your assignment in electronic format. We suggest you keep a
print out also.
For further assistance with report writing issues, contact Jane Moodie at Language and Learning
Services, Room 215 Building 72, Jane.Moodie@celts.Monash.edu.au
Assessment Task 4: Worksheet assessments

Details of task: As given during tutorials
Release dates (where applicable): As given during tutorials
Word limit (where applicable):
Value: 11%
Estimated return date:
Criteria for Marking: As indicated
Assessment Task 5: Tests

Details of task: Closed/Open book test during tutorial as directed
Release dates (where applicable): See schedule
Word limit (where applicable):
Value: 26%
Estimated return date:
Criteria for Marking (insert rubric here): As indicated on test paper
Examination(s)
The test and the examination will be closed book. You will be given a copy of the formula sheet. If
you do not attend the test during your normal practice class time, you will receive no marks.
There will be no opportunity to sit the test at a later time. The only exception is if you have a
medical certificate excusing you from attendance at university on the day of the test. In this case,
your mark will be based on the average of your performance in the other tests or other means as
judged suitable by the lecturers.
Assignment submission
Hard Copy Submission: Assignments must include a cover sheet. The coversheet is
accessible via the Monash portal page located at http://my.monash.edu.au under the
heading ‘Learning and teaching tools.’ Please keep a copy of tasks completed for your
records. Method of submission will be indicated by the lecturer in charge.
Online Submission: If Electronic Submission has been approved for your unit, use only
the MUSO assignment submit tool. Do not submit files attached to email. Log into MUSO
http://muso.monash.edu.au and select the unit for which you wish to submit work.
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• Unless you have made prior arrangements with your lecturer, only the following file
formats will be accepted: .doc, .rtf, .txt, .pdf, .html;
• It is essential you adhere to the following format for the naming of the file you wish
to submit:
o it must contain your Authcate name; and
o there must be no space in the filename.
• You will receive a confirmation message within MUSO once you have successfully
submitted your assignment within the electronic dropbox.
• Comments and grading of your assessment will be communicated to you either by
MUSO, email, or post.
Instructions for submitting an assignment electronically using MUSO are found at

http://www.monash.edu.au/muso/support/students/assignment.html
Extensions and penalties
University and faculty policy on assessment

Due dates and extensions
The due dates for the submission of assignments are given in the previous section. Please make
every effort to submit work by the due dates. Students are advised to NOT assume that granting of
an extension is a matter of course.
If you need an extension for any of the assignments, you must submit a written request 48-hours
before the due time and date, and attach supportive evidence such as medical certificate.
The form should preferably be forwarded as an email attachment, sent to the unit coordinator.
The email should be sent from your University email address with your name typed in lieu of
signature.
Note that other lecturers cannot grant extensions. Lecturer-in-charge (unit coordinator) will indicate
at the time of granting the extension whether any penalty in marks will apply to the submitted work.
If an extension is granted, the approval must be attached to the assignment.
Late assignment
If you are late in applying for an extension or you don’t have a good reason, you should still submit
the work, but 10% of the total marks available for that assessment component will usually be
deducted for each day late.
No assignment will be accepted once an assignment has been returned to the class.
Deferred tests and examinations may be granted in cases of extenuating personal circumstances
such as serious personal illness or bereavement.
Remember, you are required to keep an up-to-date copy of all submitted assignments to safeguard
against the loss of work through accident or error.
Return dates
Students can expect assignments to be returned within two weeks of the submission date or after
receipt, whichever is later.
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Assessment for the unit as a whole is in accordance with the provisions of the Monash University
Education Policy at:
http://www.policy.monash.edu/policybank/academic/education/assessment/index.html
Returning assignments
Assignments will be returned to students either through tutorial classes or through the general
office of the Department of Civil Engineering.
Resubmission of assignments
Assignments can only be submitted with the approval of the unit course coordinator.
Referencing requirements
See report writing guidelines.
OTHER INFORMATION
Policies
Monash has educational policies, procedures and guidelines, which are designed to
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17
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18
THE FOLLOWING SERVES AS A QUICK INTRODUCTION TO THE CONTENT OF THE STEEL COMPONENT OF THIS UNIT
SECTION 1: STRUCTURAL MECHANICS.

GENERAL PROVISIONS OF AS4100
Preview
Introduction
When using AS4100 for steel structures design, the designer has the option to carry out the design by:
a) computation,
b) testing of prototypes.
"Design by computation" is the most common course of action. It involves the following procedures:
i) Select design loads from Australian Standard, AS/NZS 1170.0 and AS/NZS 1170.1 and those loads
not included therein but known to act on the structure.
ii) Analyse the structure and proportion the members in accordance with the rules given in AS4100
using pencil, paper, calculator and computer.
The knowledge required in this unit for carrying out design by computation is based on simple structural
mechanics. It requires the calculation of loads and actions in such a manner as given in the first year unit
“ENG1020 Engineering Structures”. The materials contained in that unit should be referred to from time to
time.
Load combinations for the various limit states are given in AS/NZS 1170.0 - Section 4. When using any
form of analysis, the applied loads themselves must be factored prior to analysis.
The combinations to be considered for strength are detailed in AS/NZS 1170.0-4.2.2. Although seven
combinations are listed, usually only one or two are applicable, eg for floors 1.2G + 1.5Q. The combination
for dead and wind loads 0.9G + Wu may be important in design when the maximum effect of uplift due to
wind loading is considered.
Objectives
Having successfully completed this Section the learner should be able to:
• select the appropriate design loadings according to AS4100,

• calculate the maximum structural actions for design,
• understand the philosophy of limit state design especially as it applies to steel structures and understand
the role of the capacity reduction and load factors.
19
• CIV2225 notes – pp. 1-10.
REQUIRED
Quick Revision Questions:

Question 1
State the capacity reduction factor given in AS4100 for each of the following:
a) member in bending,
b) bolt in shear,
c) complete penetration butt weld, GP Category.
A simply supported, single span beam supports an office floor. It is subject to dead load (G) of 10kN/m and
live load (Q) of 15kN/m. Assume that these loads have been obtained directly from AS1170.1. State the
load combinations and values which require consideration when assessing the member for strength and
serviceability limit states of the beam. For the serviceability load combination, recommend suitable
deflection limits. Assume that the beam supports masonry partitions and that efforts have been made to
minimise the effects of movement. Answers
Activity 1.1:
(a) Find the position x of the centroid of the cross-section shown.
(b) What is the second moment of area ("moment of inertia" I) of the section
taken about the neutral axis through its centroid?
(c) Also calculate the bending stresses at top and bottom of the section
subject to a sagging moment of 200 kNm. Indicate whether they are
compressive or tensile.
250mm
12mm
N.A.
280mm 10mm
x
8mm
Question 2
20
Activity 1.2:
(a) Sketch the bending moment and shear force diagrams for the following
beams and indicate the maximum moments M* and shear forces V* in
the diagrams.
P
w kN/m
a b
(i) a < b (ii) L
(b) Calculations suggest that the steel beam in (i) above is able to resist a bending
moment of 348 kNm (ie. its design moment capacity φRu = 348 kNm). Given that
P = 160 kN, a = 4m, b = 5m, will the beam satisfy the strength requirements of
AS4100 ? (Hint: calculate the design action effect, S*)
21
SECTION 2: PREFABRICATED SECTIONS. STEEL STRENGTH.
BENDING OF STEEL MEMBERS. DIMENSIONING OF
STEEL BEAMS
Preview
Introduction
The stress-strain relationship for steel expresses almost all of the engineering properties of importance to the
designer. The yield stress is probably the most important of these properties and varies with chemical
composition, heat treatment and particularly the amount of work hardening which occurs in rolling. Even for
the same grade of steel, the yield stress varies with the thickness of the plate; the thinner the plate, the
higher the yield stress.
Steel products are manufactured mainly by BHP in Australia. A range of the BHP products can be found
from BHP web site.
Objectives
• understand the fundamental principles of steel behaviour,

• compute the bending moment capacity of a section as limited by the steel yield stress only, that
is, where local buckling and lateral-torsional buckling are excluded in the design consideration,
• CIV2225 notes – pp. 11-20.
REQUIRED

Question 1
State the yield stress of a Grade 300PLUS steel plate, t = 16mm. Also state the yield stresses of (a) the
flange and (b) the web of a 460UB74.6 section of Grade 350 steel.
Question 2
Compute the plastic moment capacity (Mp = Sfy) and elastic first yield moment capacity (My = Zfy) of a
360UB56.7 section of Grade 350 steel bent about the major and minor axes.
Answers
22
Activity 2.1:
For the Grade 300, hot-rolled steel section shown below
(a) Give the yield stress fy and the ultimate tensile stress fu for the top flange,
bottom flange and the web.
(b) Find the location of the Equal Area Axis (y) of the section.
(c) Hence calculate the plastic section modulus S of the section.
(d) What is the shape factor (S/Z) of the section? (Refer to the previous Section
for Z).
(e) Calculate the moment capacity MP of the section where Mp = Sfy (For
section with different fy, it is common practice to choose the smallest fy of
the section for the above formula).
(f) For more accurate Mp, the formula Mp = ∑i(Sfy) for individual elements of
the section may be used. Calculate Mp using this method and compare with
results obtained in (e). What is the percentage in difference? Which method
you would use in future? (Both methods are acceptable in AS4100)
250mm
12mm
E.A.A.
280mm 10mm
y
8mm
23
SECTION 3: LOCAL BUCKLING OF PLATES IN I- AND BOX-SECTIONS
Preview
Introduction
The designer is directed to compute the section moment capacity by the formula Ms = fyZe. For compact
sections, which include all UB sections made from Grade 250 steel, most UB sections made from Grade
300PLUS steel, most UC sections made from Grade 250 steel and most sections made from Grade 350
steel, Ze is equal to the plastic section modulus S.
In AS4100, sections are defined as being one of:

- compact, Ms = Mp,
- non-compact, My ≤ Ms ≤ Mp
- slender, Ms ≤ My.
As the aspect ratio (thickness to width ratio) of the plate elements which make up the section reduces, the
moment capacity of the section decreases accordingly. The factor, λe, expresses the effect of the reducing
plate element thickness on the ability of the plate element to resist in plane stresses. The factor, λe, is not
used directly but rather in the form of a ratio of its value to λsp or λsy, values of which are given in the notes.
It is shown in the notes how the expression for plate element slenderness is related to the classical buckling
theory of plates.
In computing the section slenderness of a cross-section composed of several plate elements, the
slenderness factor for the section as a whole is the minimum of all plate elements.
A complexity arises when the yield stresses of the flange and web differ; the web always has a higher yield
stress because of the greater amount of work hardening needed to roll the thinner plate.
Objectives
• understand the behaviour of a thin plate under axial stress with different edge conditions,
• compute the bending moment capacity of a section as limited by the steel yield stress and local buckling
effects,
• CIV2225 notes – pp. 21-34.
REQUIRED

Question 1
For the purposes of mathematical modelling, the flange of an I-section which is bent about its major axis
may be treated as (circle those where appropriate):
(a) hinged along one edge and free along the other
(b) hinged along both edges
24
(c) free along both edges
(d) having a uniform distribution of stress across its width
(e) having a linearly non-uniform distribution of stress across its width
Question 2
For the purposes of mathematical modelling, the flange of an I-section which is bent about its minor axis
may be treated as (circle those where appropriate):
Question 3
For the purposes of mathematical modelling, the flange of a square box-section which is bent about a
horizontal axis may be treated as (circle those where appropriate):
25
Activity 3.1:
Complete the table below for the steel sections shown. All sections are bending
about their horizontal axis.
Section λe Location λep λey Slenderness

(show calculations) of element
bf Flange
tf
d tw
Web
bf = 800 mm
tf = 20 mm
d = 2040 mm
tw = 16 mm
Grade 350, heavily
welded plates
λs = Whole λsp= λsy=
section
bw
Flange
tf
d tw
Web
bf = 800 mm
tf = 20 mm
d = 2020 mm
tw = 16 mm
Grade 300, heavily λs = Whole λsp= λsy=

welded plates section
26
Activity 3.2:
Calculate the effective section modulus Ze of the section and hence the section
moment capacity φMs of the following section made of Grade 300, heavily-welded
plates. (refer to previous Section for data)
250mm
12mm
280mm 10mm
8mm
27
SECTION 4: LATERAL OR FLEXURAL-TORSIONAL BUCKLING OF
BEAMS. PLATE ELEMENTS IN SHEAR.
Preview
Introduction
A distinction is made between the capacity of design elements as limited by phenomena which take place at
a cross-section level (material yield and local buckling) and those which take place over the beam as a whole
(lateral-torsional buckling).
Lateral-torsional buckling is a phenomenon in which the moment capacity of the member without proper
lateral supports is downgraded when the member is bending about its major axis. In general, lateral buckling
is not involved in members bending about the minor axis.
Objectives
• understand the behaviour of beams under lateral-torsional buckling,

• follow the design requirements under which lateral-torsional buckling effects can be eliminated.
• CIV2225 notes – pp. 35-55.
REQUIRED

Question 1
If a beam is designed with bending moment capacities found to be φMb = 245 kNm and φMs = 210 kNm.
What is the maximum bending moment that this beam can support?
Question 2
Which equation is to be used to calculate the maximum spacing for lateral restraints which ensure that
lateral-torsional buckling will not occur (ie. φMb = φMs)?
28
Question 3
What are the values of βm for the following cases:
(a) A simply supported beam with a UDL of 10 kN/m on the whole length of the beam.
(b) A beam with a clockwise moment of 10 kN/m at one end and another clockwise moment of 16 kN/m
at the other.
(c) A beam with a clockwise moment of 20 kN/m at one end and an anti-clockwise moment of 14 kN/m
at the other. Answers
Activity 4.1:
A concrete bridge deck is supported by two simply supported beams with a span of
6.5m and 3m wide. The 300mm thick concrete deck acts as a continuous lateral
restraint along the length of the beams. The bridge is subjected to a uniformly
distributed live load (Q) of 5 kN/m2 and the dead load (G) is, in addition to the
weight of the deck and the steel beam, 3 kN/m along each beam.
Design a suitable section for the beam using BHP table. Grade 300 steel UB
sections are to be used.
Q = 5 kN/m2
Activity 4.2:
If the beam obtained from Q.1 is restrained laterally by intermediate lateral
restraints only (instead of a concrete slab), determine the maximum spacing of the
lateral restraints so that no lateral-torsional buckling will occur. Also check the shear
capacity requirements of the beam.
29
Activity 4.3:
What is the maximum design load (in kN/m) that a 9m long, Grade 300, simply
supported steel beam of the following cross-section can support? Assume full
lateral restraint is provided.
250mm
12mm
280mm 10mm
8mm
30
SECTION 5: AXIALLY LOADED COLUMNS AND STRUTS. BEAM WEB
DESIGN.
Preview
Introduction
Column capacity design rules are presented in the same format as beam design rules in the sense that there
is a section capacity (φNs) controlled by material yield and local buckling, and a member capacity (φNc)
controlled by member (Euler type) buckling. The design capacity of a column is the lesser of (φNs) and
(φNc).
When calculating the section capacity for a column, the plate element slenderness, λe, and the yield
slenderness limit, λey, used for beams are used again for columns composed of plate elements. As a
column cross-section is generally under uniform stress, the rules for obtaining overall cross-section capacity
from the component plate element capacities are simpler than those for beam design. Furthermore, there
is no need to introduce a plastic slenderness limit (λep) as for a beam since there is no parallel in pure
column behaviour to hinge rotation capacity in beams.
The member capacity is controlled by the classical Euler type buckling studied by most engineering students.
The Euler type buckling is the first form of buckling studied by mathematicians. The actual member design
formula is a highly modified form of the Perry-Robertson formula, including the effects of load eccentricity
and residual stresses.
A beam web under concentrated load behaves in a way similar to a plate under in-plane loading. The plate is
treated as a column under axial load and therefore the rules applied to column design also apply in this case.
The width of the plate is calculated according to the way a force is spread through both flexible and rigid
media. The formulas derived in this way are based on the dimensions of the cross-sections which vary for
rolled and built-up sections.
Objectives
• understand how the web of a beam behaves under concentrated forces,
• evaluate the capacity of columns,
• evaluate the capacity of beam webs subject to concentrated force applied as a load or as a reaction at
support.
• CIV2225 notes – pp. 56-71.
REQUIRED

Question 1
31
For the I-section shown, compute the minimum web thickness made from Grade 350, heavily welded steel
plates if the cross-section is fully effective under axial compression. The clear distance between flanges is
950 mm.
Flanges 300 x 20
Question 2
If the thickness of the web in Question 1 is 36 mm, is the flange fully effective?
950
Question 3
What is the physical meaning of αb?
Question 4
300
For a column which may buckle about either the x-x axis or the y-y axis, which axis is more critical for the
following case and why: Lex = 10m, rx = 54mm, Ley = 6m, ry = 34mm.
Answers
Activity 5.1:
The 14m long 350WC280 compression member of Grade 350 steel shown below is
simply supported about both principal axes at each end (Lex = 14m), and has a
central brace that prevents lateral deflections in the minor principal plane (Ley = 7m).
Check the adequacy of the member for an axial compressive force due to a nominal
dead load of 250 kN and a nominal live load of 350 kN. (From Trahair, p.96 with
minor changes)
bf 350WC280
bf = 300 mm
tf tf = 40 mm
d = 355 mm
tw = 28 mm
Ix = 747x106 mm4
d Iy = 286x106 mm4
tw rx = 145 mm
ry = 89.6 mm
A = 35700 mm2
32
Activity 5.2:
A Grade 250, 360UB51 simply supported beam of 8m in length supports a
secondary transverse beam. The secondary beam is a 250UB31 of the same grade
and exerts a total load of 200 kN at midspan of the main beam. The support at
each end of the main beam is similar to that shown in Section 11.1 of the notes with
a 150x90x12UA being used for the support. The spacing s at the beam end is
10 mm .
Check the bearing capacity of the web under the secondary beam and at the
support.
Complete the exercise by following the steps below:
(a) Under the secondary beam
1. tw = , tf = , r2 = (for secondary beam)
∴ bs =
2. bbf =
Ay = , Rby =
3. d1 = , tw = , fy =
bb =
Ns =
αb = , λn = ∴ αc =
Nc = ∴ Rbb =
4. R* = , Rb =
Check R* ≤ φ Rb for bearing failure
(b) Repeat the above procedure in (a) for bearing capacity at support
Answer: (a) φRb = 313 kN
33
SECTION 6: FLOOR FRAMING SYSTEM. COSTING INFORMATION.
MEMBERS UNDER COMBINED ACTIONS. DESIGN OF
MEMBERS SUBJECT TO AXIAL TENSION. DESIGN OF
BASE PLATES.
Preview
Introduction
A floor framing system usually consists of a grid of beams and columns. In most cases, the beams are simply
supported and the loads are shared equally by the beams. Therefore, rigorous structural analysis is usually
not necessary but the calculations of design loads must be given in details according to the design
requirements.
Costing is important in any type of construction and information for costing is given to enable a rough
estimate of the total cost of steel construction in terms of steel supply, fabrication and erection.
The criterion for failure under the combined action of axial load and bending moment is of the interaction
type, namely, ⎛
M ⎞ ⎛ N ⎞
= 1. This is rearranged into the form M = φMo⎛1 -
N ⎞
+ in AS4100. It is also
φM
⎝ o⎠ ⎝ o ⎠φN ⎝ φN o⎠
interesting to note that, when the linear interaction formulas are rearranged, it is the bending moment which
takes the prime position. That is, we do not write N = φNo⎛1 -
M ⎞
and calculate a reduced axial load
⎝ φMo⎠
carrying capacity because of the presence of bending moment. The reason for taking this perspective is not
known although it is believed to be historical.
Unlike members subject to axial compression, tension members do not fail by buckling. Therefore tension
member design involves only the computation of the section capacity.
In effect, a tension member will fail at the weakest point in the cross-section - no instability related criteria are
involved. For tension members, the design criteria are related to the problem of transferring loads to the
design member. Thus, tension members fail either at some point in the gross cross-section (yielding failure)
or at bolt holes where part of the total cross-section is missing due to holing to fit bolts (fracture failure).
For fracture failure, the design capacity of the member depends on the net area of the cross-section. The net
area of the cross-section is calculated with either staggered or non-staggered holes.
34
Objectives
• understand how a floor is supported by a grid system of beams and columns,

• understand the major factors affecting the costing of a steel structure,
• evaluate the capacity of tension members,
• evaluate the capacity of members subject to combinations of axial load and bending moment,
• design the base plate of a steel column.
• CIV2225 notes – pp. 72-85.
REQUIRED

Question 1
What are the three main costs for steel construction?
Question 2
For a member under combined axial and force and bending moment, why is the member capacity always
more critical than the section capacity?
Question 3
An unequal angle under tension can be connected to another member through either its short leg or long leg.
Which way will give a higher capacity to the angle?
Question 4
When you calculate the net area of a cross-section of a tension member, would you use the hole diameter or
the bolt diameter to get the area of the bolt holes? What is the difference in size between the hole diameter
and the bolt diameter?
Answers
Activity 6.1:
Determine the maximum design load P that a member composed of two
Grade 300, 125x75x12UA angles back-to-back, with a line of 20 mm bolts in
each of the shorter leg connected to a single member can take.
22 mm bolt holes
35
P
Activity 6.2:
A Grade 300 steel plate is connected to a main member by bolts through a set of
staggered holes as shown. The plate thickness is 12mm and the hole diameter is 22
mm.
Determine the tension capacity φNt of the steel plate.
d=22mm
70mm
240mm Force
70mm
50mm 50mm
36
SECTION 7: BOLTS AND BOLTING
Preview
Introduction
Most of the information in other Australian Standards required for the design of bolts have now been
included in AS4100, except for the stress areas of bolts given in AS1275, also reproduced in the notes. The
current trend is towards the use of high strength bolts, especially the 8.8/S types, because their extra load
carrying capacity results in more economical and compact connections. It is recommended that the use of
8.8/TF type of bolts be avoided unless absolutely necessary (moment and cyclic load situations) because of
their high cost of installation and the care required in preparation of the contact surfaces.
AS4100 directs the designers to consider the following factors in evaluating the load capacity of individual
bolts:
- bolt category,
- bolt size,
- load type (shear or tension),
- ply details.
Bolt diameter, designated as df in AS4100 - 9.3, will self-evidently affect the load capacity of the bolt in both
shear and tension. In discussing bolt area, care is required in defining the area which is applicable.
Basically bolts are defined in terms of their nominal diameter, ie the diameter of the bolt shank. The
diameter at the base threads is somewhat less than that of the shank. Three distinct areas are associated
with bolts:
- the nominal area, Ao, for bolts loaded in shear on the shank,
- the shear area, Ac, for bolts loaded in shear on the threaded portion of the bolt,
- the tension area, As, for bolts loaded in tension.
All three bolt areas and values for standard bolts are given in the notes.
Apart from the shear and tension capacities in bolts, the bearing capacity of ply should also be checked.
The bearing capacity in ply is based on 2 equations, depending on whether ae is greater than 3.2df or not.
Friction grip bolted and all-welded connections are considered to be rigid. Whether friction grip bolted
connections are rigid enough is related to the friction developed at the contact surfaces of the connecting
members.
Read the notes for details of typical coefficients of friction obtained for different surfaces, but note the
standard value of μ = 0.35 for clean, as-rolled, contact surfaces given in AS4100 - 9.3.3.2. Where data is not
available to the designer, friction characteristics can be established from procedures given in AS4100 -
Appendix J.
Bolt groups may be subject to either in-plane loading or out-of-plane loading. In-plane loading will induce
torsional moment whereas out-of-plane loading will induce bending moment.
There are more complicated cases where both in-plane and out-of-plane loadings may occur simultaneously.
In those cases, care has to be taken to resolve and group the design actions into components along the x, y
and z axes. For the sign convention adopted in the notes, the design shear force F* in the bolt will be the
vector sum of all the forces in the x and y axes and the design tension force will be the sum of all the forces
in the z axis. The important aspect in the calculation is the ability of the designer to visualize the directions
in which all the design actions are acting.
Objectives
37
• select and correctly describe the type of bolt required for a particular application and lay out a bolted
connection making the correct allowances for pitch and edge distances,
• evaluate the load capacity of individual bolts under shear, tension, combined shear and tension and
deduce the capacity of a ply subject to bearing for a given end distance,
• evaluate the capacity of bolt groups especially in relation to resistance to moments applied either in the
plane or out of the plane of the connection interface,
• evaluate the design criteria which ensure that a friction grip bolted connection meets the no-slip
assumption made when selecting such fasteners.
• CIV2225 notes – pp. 86-100.
REQUIRED
38
Question 1
For design purposes, it is always possible to tabulate the shear and tensile capacities of bolts. The following
is part of such a table. Complete the table for both Grade 4.6 and Grade 8.8 bolts by filling out the missing
numbers.
Bolt size Shear capacity (φVf) in kN Tension capacity (φNtf) in kN

Shear across thread Shear across shank 4.6 bolts 8.8 bolts
4.6 bolts 8.8 bolts 4.6 bolts 8.8 bolts
M12 15.1 31.3 22.4 27.0 56.0
M16 28.6 59.3 39.8 82.6 104.2
M20 92.5 62.3 129.3 78.4 162.7
M24 64.3 133.4 89.7 186.1 113.0
M30 103.0 140.1 290.7 179.5 372.5
M36 150.6 312.5 418.3 261.4 542.5
Question 2
Determine the maximum tensile load (φVb) which the ply shown can transfer in bearing. Compare the result
with the capacity of the ply in tension (φNt), assuming kt = 1.0. Which one is more critical? The ply is Grade
250 steel.
M20 bolt
80 Direction of load
Grade 250 rolled flat
tp = 5mm
40 Answers
39
Activity 7.1:
1. Calculate the maximum capacity P of the tie splice shown below for M20 -
8.8/S bolting procedures. Assume that the plates are made of rolled section
of Grade 300. One shear plane is across the threads and the other across
the shank.
(Hints: Note the following –
(i) for the bolts, P is the total capacity of the bolts’ two shear planes, each
of which has a distinct shear capacity;
(ii) for the 10mm plate (x2 for 2 plates), calculate the bearing capacity
from “crushing” failure (3.2dftpfup) of the 9 bolts; reduce the capacity of
the 3 bolts near the edge (ae = 35mm) if it is likely to fail by “tear-out”
failure.
(iii) For the 18mm plate, calculate the bearing capacity from “crushing”
failure (3.2dftpfup) of the 9 bolts; reduce the capacity of the 3 bolts near
the edge (ae = 50mm) if it is likely to fail by “tear-out” failure.
P is the least of the above.)
2@70mm in
35mm both directions Edge distance = 50mm
Activity 7.2:
10mm thick
Determine the maximum platedesign 18mm thick
force P of the bolt group with 8 4 -plate
M24-8.8/S bolts on
- M24-8.8/S bolts under both each side
tension and shear. Shear plane
is across the shank. Check the
strength of the bolts only. P
(Hint: P goes through the 30o

centroid of the bolt group,
therefore there is no moment
acting on the bolt group. Each
bolt is subject to a combined
shear and tension, the capacity
of which is equal to a
component of P)
40
Activity 7.3:
The 150 kN load shown below is positioned at a horizontal distance of 150 mm
from the centroid of the bolt group. Determine the size of Grade 8.8 bolts required.
Identify the critical bolt in the bolt group for design. Shear is across the thread.
A D
100
C.G.
70 mm
70 mm
B C
150mm
540 kN
41
SECTION 8: DIMENSIONING OF WELDS.
Preview
Introduction
The first matter to observe is the definition of fillet and butt welds.
With butt welds ensure that you understand the difference between a complete and incomplete penetration
butt weld. The capacity of a complete penetration butt weld is the capacity of the weaker of the two
components welded. The strength of incomplete butt welds is evaluated by the same procedures used to
compute the capacity of fillet welds.
Note the relationship between the throat thickness tt of a fillet weld and the leg length tw. The size of the
weld is specified by its leg length whereas the designer actually uses the throat thickness tt in the design
calculations.
The design of a welded connection involves only one limit state requirement. Prior to undertaking any design
computations the designer must make a decision on weld type - Type SP requires tight quality control (QC)
and Type GP relaxed but still stringent QC. For instance, a GP type of weld limits the maximum loss of
cross-sectional area to 10% whereas a SP type of weld is 5%. It may be more cost effective having a
relatively larger GP weld size but less stringent quality control (10% loss for GP welds compared to 5% for
SP welds).
The shear capacity of a welded lap connection of length within 1.7m and 8.0m is dependent on the leg length
Lw. If you are to design such a welded lap connection where the lap length is the unknown, trial and error
method may be adopted to determine the value of Lw. When Lw lies within the range of 1.7m and 8.0m, a
quadratic equation may be formed and Lw may be obtained by solving this quadratic equation.
The design capacity of a weld is given in force/unit length (eg. N/mm). This is in contrast to that for a bolt
which is given in total force (eg. kN).
The capacity of welds groups is usually based on traditional elastic analysis procedures.
In the calculation of weld design actions, you should make sure that the directions of the forces acting on a
weld are clearly stated, preferably on a diagram. It may be possible that while one force is acting laterally on
one weld, the same force may be acting longitudinally on another weld running in another direction. This
happens typically to welds forming a 90o corner. In such cases, it may be necessary to check the
capacities of the welds running in both directions.
Objectives
• recognise the difference between butt and fillet welds from a perspective of computing weld strength and
evaluate the design capacity per unit length of a fillet weld,
• design fillet weld groups subject to both in-plane and out-of-plane loadings.
• CIV2225 notes – pp. 101-112.
REQUIRED
42
Question 1
When a size of weld is specified, which of the following dimensions is used: tw or tt?
Question 2
Which of the following dimensions is used to calculate the strength of a weld: tw or tt?
Question 3
What is the relationship between tw and tt?
Question 4
Determine the capacity of a fillet weld made with E48XX electrodes if the throat thickness is 4mm, the length
is 50mm and the force is acting along the length of the weld.
Activity 8.1:
A steel column is subjected to a design bending moment of 40 kNm and a design
axial force of 100 kN, and is welded to a base plate by 2 parallel welds of 300 mm
long each. Determine the size of the weld. Use E41XX rod and SP weld). (Ans.
min. tw = 4.3mm)
100kN
40kNm
Weld of 300mm
long
310mm
43
Activity 8.2:
Calculate the maximum design force P that the welded connection can carry. All
welds are 8mm fillet welds. Assume that the vertical shear stress is uniform
throughout the weld. Use E48XX rod and SP welds.
(Hint: Steps for solution –
(a) Determine the centroid (ie. neutral axis) of this weld group, assuming unit
throat thickness for the welds.
(b) Calculate INA and hence Zw (= INA/ymax) of the weld group.
(c) Calculate force /unit length (= M/Zw) due to bending (horizontal).
(d) Calculate force /unit length (P/total length of weld) due to shear (vertical).
(e) Calculate resultant force due to (c) and (d) and equate to weld capacity to get
P).
P
100mm P
12mm
12mm 200mm
200mm
Front view
Side view
44
REVIEW QUESTIONS
S1 A pinned-base portal frame is constructed adjacent to a concrete building as shown. From analysis,
it is shown that the forces acting on the foundation through the column due to :
Wind load, Wu : -120 kN (Uplift)

Dead load, G : 19 kN (downward)
Live load, Q : 25 kN (downward)
In order to reduce the weight of the concrete footing required for counteracting the uplift force, a column
consisting of two rectangular sections, 90mm x 10mm and 6m long each, is installed between the footing
and the concrete ceiling as shown in the Figure. The column is ideally pinned at both ends about both the x-x
and y-y axes.
(a) Determine the member capacity, φNc, for the column. Grade 300 steel is to be usedfor the column. Assume that
the form factor kf = 1.0 and no deduction for hole area is necessary.
(Ans. 51 kN)
(b) Hence, determine the minimum volume of concrete required for the footing. Specific weight of
concrete = 24 kN/m3.
(Ans. 2.8 m3)
concrete 2 rectangular
building sections
x
10mm
40mm
y y
6m Wu=120kN 10mm
Q = 25kN x
G = 19kN 90mm
Footing
45
S2 Both flanges of a universal column have 22mm dia. holes arranged as shown.
60 60 60
3 2
60 Gross area of member 201 x 10 mm
Flange is 310mm x 25mm
Hole dia. 22mm
120
60
Determine the net60area60

which may be used in tension calculations.
From Trahair
2
[Ans: 16075mm ]
*
Find the maximum permissible design force N which can be carried by the member if the steel
grade is 250. Assume that the connection is not eccentric.
[Assuming k t = 0.85, N = 4522 kN ]
*
S3 Find the design capacity of the double-angle tension member shown.

12
Grade 250 steel 26mm dia.
100
x
Angles are
100 x 100 x12
ASEA's
(N* = 1039 kN)
S4 A 360UB45 is to be used as a beam (i.e. in bending). Determine
y the nominal section moment
capacity if the steel is of Grade 350.
[Ans: M s = 274kNm ]
S5 A series of steel beams is to support a concrete floor in a warehouse (storage area). The beams will
be spaced 2m apart and span between two brick walls 112mm thick, with a clear space of 6m
between them. The floor is 175mm thick and the density of concrete is 2450kg / m 3 . A uniformly
2
distributed live load of kN / m is expected on the floor.
The deflection of the beams under short-term loading consisting of DL+1.0LL must be kept below
L
of the span. Choose a suitable size of beam in Grade 250 steel.
360
(Ans: 360 UB 45 or 310 UB 46)

All dimensions in mm.
112
175
2
not be reproduced in any00form 0 host Faculty and School/Department.
0 without the written permission of 0the
2 00 0
0 6
46
112
S6 A small footbridge with an effective span of 5m consists of two UB sections supporting
150mm concrete slab with a width of 1.8m (see figure below).
2
Assume a live load of 6.6kN / m
Steel Grade 250
3
Density of concrete (reinforced) 2450kg / m
Assume that the bottom flange of the beams is bolted to the supports and that stiffener plates are
provided at these points, providing full restraint against torsion.
Choose a suitable size of UB, checking for moment capacity, shear capacity and deflection (only).
Include the self-weight of the beam in your final check.
1 800 Ans: 200 UB 25]
All dimensions in mm.
0
00
5
150
2
S7 What size beams would be required in Question S.6 if the live load were 10 kN / m and the slab
200mm thick?
[Ans: ???]
S8 If the cross-section of the plate girder shown is fabricated from Grade 350 plate, heavily welded:
800
20
2000
16 If the plate girder shown in cross -
section is fabricated from Grade 350
plate, heavily welded:-
20
(a) Find its Section Moment Capacity for bending about the major axis.
47
[Ans: M s = 902kNm ]
(b) If it is to be provided at regular intervals with full or partial restraints so as to ensure that its
Member Capacity equals its Section Capacity, how far apart may those restraints be
placed? (The girder is simply-supported, with full lateral and torsional restraint at each end
and is subjected to a uniformly distributed load on the tope flange. The bending
moment diagram is parabolic, with a maximum moment of 850kNm at mid-span. Span
= 20m ).
B [Ans: L ≤ 5510mm]
40 kN DL
S9 120 kN DL
m
n4
s pa
A e
tiv
fec
Ef
Steel grade 250
A 410 UB 60 carries a central point load over an effective span of 4m . The lower flange is to be
bolted to the supports.
*
(a) What design bending moment M will it be required to carry?
[M *
= 231.5kNm ]
(b) Will the moment capacity of the section be reduced by local buckling of the plates? (check
the slenderness of the section)
[No]
(c) What is the section moment capacity M s ?

[298kNm]
(d) Suggest measures which could be taken to ensure that the member capacity is as great as
the section capacity.
[Provide full restraint at centre of span.

(Supporting calculations required)]
S10 A 150 UC 37 column of Grade 250 steel is held in position at its top by light cross-beams and at the
base is restrained in position, and in one direction of rotation, as shown below. (That is, the base is
pinned when buckling about the x-x axis but fixed when buckling about the y-y axis)
(a) Using the Code Values for effective length (the Euler values as modified and
*
specified in AS4100), find the maximum allowable axial load N .
[Ans: 388kN ]
(b) If the base were fully fixed in both directions, what would be the change in permissible load.
[None]
48
(c) If the load were doubled, but the base remained as shown in the Figure, what size of UC
would be required? [200UC52]
P Movement prevented
Movement prevented
Height = 6m
49
S11 Calculate S and Ms (assume Ze = S) for the following sections for Grade 300PLUS steel: (use exact
values for fy)
a) b) (Ans. S = 35625)
c) (Ans. S == 147520) d)(Ans. S = 780)
25
25
10
50
350
25 10
200 100
300
S12 6 Bolts 24mm dia.
16
Threads in shear plane. Plate Grade
250. 10
20
400
16
100 20
*
(a) What is the maximum design load P if the bolts are specification 4.6 / S ?
[Ans: 386kN ]
*
(b) What is the maximum design load P if the bolts are specification 8.8 / S .
[Ans: ???kN ]
(c) If the bolts are 8.8 / TF and slip is to be prevented what would be the maximum
*
serviceability load Ps ?
[Ans: 309kN ]
S13 Two plates of rectangular cross-section 200× 20mm are to transmit a tension of 150kN DL and
450kN LL. They are joined by a double shear connection ( a cover plate either side). The cover
plates are 12mm thick. Choose a suitable type and number of bolts and a suitable width for the
cover plates. Check the strength of the plates (Grade 250). Slip in the joint is not a criterion.
50
S14 For the connection shown, determine the shear force in each bolt. If the bolts are tightened to
specification 8.8 / S and are 20mm dia. with threads in shear plane, check whether the most
heavily loaded bolt is safe.
500
DL 15kN
75 75 LL 60kN
90 Web thickness = 8mm

90
Not to scale
Channel section (Ans: Factored Force in most heavily

loaded bolt = 109 kN. Require 24mm dia.)
UC section
S15 The end-plate connection shown below is subjected to a bending moment of
50kNm due to dead load and 150kNm due to LL. The shear force is 30kN( DL) and
90 kN ( LL ) .
(a) Check the strength of the bolts. The plate is 12mm thick and of Grade 250 steel.
(b) If the bolts are 8.8 / TF and the surfaces “clean as rolled” what size bolts would be needed
to prevent slip under service loads?
[Ans: (a) Bolts O.K.

An impractical 36mm ]
(The moment is applied about the XX axis)

50
80
80
300 Bolts: M24 8.8/S with threads in shear plane
80
(Ans: (a) Bolts OK

(b) An impractical 36mm)
S16 Determine the minimum leg size necessary ( 6, 8 or 10 mm ) for the weld combination shown
below. The tensile force in the plate is 100kN DL and 250 kN LL. The plates are 12mm thick.
An E48 electrode is to be used. Assume GP category welds.
51
300 DL 100kN
LL 250kN
(Ans: Required t w = 6.82

Choose 8mm)
S17 A 610 UB 125 acts as a cantilever beam of length 2m and is to be connected to its support by
*
means of a continuous 6mm fillet weld. The design load P of 270kN acts at the end of the beam.
If Fuw = 480Mpa , check whether the connection is safe. Assume GP category welds.
6mm fillet
P* A weld
610 UB 125
2m
A
Section A-A
(Ans: Require 12mm)
S18 An angle section connection to a gusset plate must carry the tension loads shown below. Choose a
suitable angle section.
The angle is to be attached to the gusset plate by fillet welds as shown. Choose a suitable size and
length of fillet weld for E48 XX electrodes so that the centroid of the weld group falls on the
centroidal axis of the member. Assume GP category welds.
[Ans: One solution is a 150 x 100 x 12 angle with

310mm of weld on one side and 150 on the other]
DL 300 kN
LL 350 kN
WL 350 kN
S19 An angle seat connection of a simply supported beam of 310UB46.2 section, is subject to a reaction
force of 180 kN as shown in the figure. The angle is a 150x90x12UA section with the long leg
bolted to the flange of the column.
52
The design spacing between the column face and the beam is 14mm. Grade 300PLUS steel is to be
used for the members.
Determine the bearing capacity (both yielding and buckling) of the web of the beam.
[Ans. φRb = 151 kN, Rby = 198 kN, Rbb = 168 kN]
Is the connection adequate for bearing capacity purposes?

[No]
S =14mm
310UB46.2
150x90x12UA
S20 A weld group consisting of two lengths of horizontal welds, 200mm and 80mm as shown, is subject
to an out-of-plane moment of 100P kNmm and a vertical shear P kN applied through a steel bracket
of 200mm deep.
(a) Determine the location Y of the neutral axis x-x of the weld group.
[Y = 142.9mm]
(b) Determine the maximum value of P that the weld group can take if 8mm, E41XX, SP fillet weld is
to be used.
[P = 155 kN]
200mm
x x
200mm
Y
80mm 8mm fillet weld
53
ANSWERS TO QUICK REVISION QUESTIONS
Section 1
Question 1
(a) φ = 0.9,
(b) φ = 0.8,
(c) φ = 0.6.
Question 2
G = 10kN/m Q = 15kN/m
Strength
1.2G + 1.5Q = 34.5kN/m
Serviceability
Δ 1
G + 0.7Q = 20.5kN/m, L ≤ 500
Section 2
Question 1
fy = 300MPa,
Flange: fy = 340MPa
Web: fy = 360MPa
Question 2
Major axis
Mpx = 348.2kNm
Myx = 304.6kNm
Minor axis
Mpy = 67.3kNm
Myy = 43.9kNm
Section 3
Question 1
(a) and (d)
Question 2
(a) and (e)
Question 3
(b) and (d)
54
Section 4
Question 1
210 kNm
Question 2
250
L ≤ ry (80 + 50β m )
fy
Question 3
(a) –0.8
(b) 0.625
(c) –0.7
Section 5
Question 1
31.7 mm
Question 2
Yes. λe = 9.4 < λey = 14
Question 3
αb is related to the cross-section’s residual stresses which will affect the buckling strength of the
column.
Question 4
The column will buckle about the x-x axis as Lex/rx = 185 > Ley/ry = 176 and will have a lower αc for x-
x axis.
Section 6
Question 1
Material cost, fabrication cost and construction cost.
Question 2
Since φNc is always ≤ φNs, therefore Mi is always ≤ Ms.
Question 3
The long leg because it will give a higher value for kt.
Question 4
Use the hole area. Hole diameter = bolt diameter + 2mm for bolts up to 24mm in diameter and 3mm
for others.
Section 7
55
Question 1
Bolt size Shear capacity (φVf) in kN Tension capacity (φNtf) in kN

Shear across thread Shear across shank 4.6 bolts 8.8 bolts
4.6 bolts 8.8 bolts 4.6 bolts 8.8 bolts
M12 15.1 31.3 22.4 46.5 27.0 56.0
M16 28.6 59.3 39.8 82.6 50.2 104.2
M20 44.6 92.5 62.3 129.3 78.4 162.7
M24 64.3 133.4 89.7 186.1 113.0 234.4
M30 103.0 213.7 140.1 290.7 179.5 372.5
M36 150.6 312.5 201.6 418.3 261.4 542.5
Question 2
φVb = 74 kN, φNt = 91 kN. Ply in bearing is critical.
Section 8
Question 1
tw
Question 2
tt
Question 3
tw = 2 tt
Question 4
76.8 kN
56

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CIV2225

Steel and Timber Structures

Mode of Delivery On campus

Engineers Australia stage 1 competencies

PE2.1 Ability to undertake problem identification, • Tutorial worksheets.

PE3.2 Ability to manage information and Projects involving collection of

Assessment Task Value Due Date

Example 1: exam mark = 15 out of 40, assignment mark = 40 out of 60,

Example 2: exam mark = 19 out of 40, assignment mark = 40 out of 60,

Final mark = 19+40 = 59.

Final mark = Lower (25+25 = 50, 44) = 44.

Teaching and Learning Method

Communication, participation and feedback

Previous Student Evaluations of this unit

• Standards Association of Australia, Steel Structures - Commentary , AS4100 Suppl.- 1998.

• Hogan, T. J. and Munter, S. A. Handbook 1: Design of structural steel connections. Background

• Timber Design Handbook, SAA HB108 – 1998, Standards Australia, 1998.

Examination material or equipment

30May SWOT VAC

Examination period LINK to Assessment Policy:

Assessment Task 2: Project 2 steel design Client/Engineers interview and report

Assessment Task 3: Project 3 timber design

Criteria for Marking Projects 1, 2 and 3:

A good reference for report writing:

Assessment Task 4: Worksheet assessments

Assessment Task 5: Tests

Instructions for submitting an assignment electronically using MUSO are found at

University and faculty policy on assessment

If an extension is granted, the approval must be attached to the assignment.

SECTION 1: STRUCTURAL MECHANICS.

• select the appropriate design loadings according to AS4100,

Quick Revision Questions:

• understand the fundamental principles of steel behaviour,

• CIV2225 notes – pp. 11-20.

Quick Revision Questions:

In AS4100, sections are defined as being one of:

• CIV2225 notes – pp. 21-34.

Quick Revision Questions:

Section λe Location λep λey Slenderness

Grade 300, heavily λs = Whole λsp= λsy=

• understand the behaviour of beams under lateral-torsional buckling,

• CIV2225 notes – pp. 35-55.

Quick Revision Questions:

What are the values of βm for the following cases:

• CIV2225 notes – pp. 56-71.

Quick Revision Questions:

What is the physical meaning of αb?

Complete the exercise by following the steps below:

(a) Under the secondary beam

1. tw = , tf = , r2 = (for secondary beam)

Check R* ≤ φ Rb for bearing failure

Answer: (a) φRb = 313 kN

• understand how a floor is supported by a grid system of beams and columns,

• CIV2225 notes – pp. 72-85.

Quick Revision Questions:

Determine the tension capacity φNt of the steel plate.

• CIV2225 notes – pp. 86-100.

Bolt size Shear capacity (φVf) in kN Tension capacity (φNtf) in kN

(Hint: P goes through the 30o

• CIV2225 notes – pp. 101-112.

Wind load, Wu : -120 kN (Uplift)

Determine the net60area60